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Forest School Applications in Pre-school Period: A Case Study*

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Abstract

The current study was conducted to investigate the contribution of the forest school approach to the development of preschool children. In this connection, the study group is comprised of 7 pre-schoolers aged at 48-60 months. The sample of the current study was determined by using the convenience sampling method, one of the purposive sampling methods. The current study is a case study, covering an eight-week period. A total of five data collection tools were used in the study: “General Information Form”, “Pre-Application Questions”, “Activity Evaluation Form (Individual)”, “Activity Evaluation Form (General)”, “Development Observation Form”. The collected data were transcribed; codes and themes were established and finally content analysis was conducted on them. As a result of the analysis, it was concluded that the forest school applications positively affected the children’s cognitive development, language development, social and emotional development, motor development and self-care skills in some situations and supported the development of the children in general. In light of these findings, integration of forest school into pre-school education is thought to be of great importance.
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... Respectful interactions with nature [69] Stewardship decreased play disconnections [32,55,58] Sense of community/belonging; feelings of "at home" in the world; feelings of inclusion and equality across genders and cultures [60,65,76] Empathy; sense of compassion, concern, or responsibility for others [52,59,60] New perspectives [77] Respect for/positive relationships with adults and peers [32,65] Responsibility for actions [52,66] ...
... Helping behavior-directed cooperation or collaboration [59] Social-emotional skills, social development [58,69,77] Prosocial behavior; decreased antisocial or challenging behaviors [32,52,54,60,76] Positive peer play interactions (decreased play disruptions and play disconnections) [32,55,58] Empathy; sense of compassion, concern, or responsibility for others [52,59,60] Respect and positive relationships with adults and peers [32,65] Responsibility for actions [52,66] Knowledge of cause-and-effect relationships [59] Approaches to Learning Creativity, creative thinking, imagination [54,59,74,78] Persistence, perseverance, determination [32,55,60,67] Risk analysis/anticipate outcome [59] Cognitive: General [32,65] Social and Emotional Development Empathy; sense of compassion, concern, or responsibility for others [52,59,60] Positive peer play interactions (decreased play disruptions and play disconnections) [32,55,58] Goal-directed cooperation or collaboration [51,59,60,76] Sense of community/belonging; feelings of "at home" in the world; feelings of inclusion and equality across genders and cultures [60,65,76] New perspectives [77] Strong Helping behavior-directed cooperation or collaboration [59] Empathy; sense of compassion, concern, or responsibility for others [52,59,60] Sense of community/belonging; feelings of "at home" in the world; feelings of inclusion and equality across genders and cultures [60,65,76] Respect and positive relationships with adults and peers [32,65] Responsibility for actions [ Modeling/monitoring for proenvironmental behavior with peers and family (such as making sure family recycles, teaching other children about how to treat animals) [51] Approaches to Learning ...
... Helping behavior-directed cooperation or collaboration [59] Social-emotional skills, social development [58,69,77] Prosocial behavior; decreased antisocial or challenging behaviors [32,52,54,60,76] Positive peer play interactions (decreased play disruptions and play disconnections) [32,55,58] Empathy; sense of compassion, concern, or responsibility for others [52,59,60] Respect and positive relationships with adults and peers [32,65] Responsibility for actions [52,66] Knowledge of cause-and-effect relationships [59] Approaches to Learning Creativity, creative thinking, imagination [54,59,74,78] Persistence, perseverance, determination [32,55,60,67] Risk analysis/anticipate outcome [59] Cognitive: General [32,65] Social and Emotional Development Empathy; sense of compassion, concern, or responsibility for others [52,59,60] Positive peer play interactions (decreased play disruptions and play disconnections) [32,55,58] Goal-directed cooperation or collaboration [51,59,60,76] Sense of community/belonging; feelings of "at home" in the world; feelings of inclusion and equality across genders and cultures [60,65,76] New perspectives [77] Strong Helping behavior-directed cooperation or collaboration [59] Empathy; sense of compassion, concern, or responsibility for others [52,59,60] Sense of community/belonging; feelings of "at home" in the world; feelings of inclusion and equality across genders and cultures [60,65,76] Respect and positive relationships with adults and peers [32,65] Responsibility for actions [ Modeling/monitoring for proenvironmental behavior with peers and family (such as making sure family recycles, teaching other children about how to treat animals) [51] Approaches to Learning ...
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